Latinos and Citizenship
AFPRL 260-01
Spring 2022
Professor Lázaro Lima
Meeting Time: Mondays/Thursdays, 2:45-4:00 pm (in person)
Location: HW WB130
Office Hours: HW 1704 Mondays/Thursdays, 4:30-5:30 pm or by appointment
Communication: ll2784@hunter.cuny.edu and via Blackboard e-mail list
Course Website: http://www.lazarolima.com/afprl260spring2022.html
Syllabus: Latinos and Citizenship (as linked).
Discussion leaders/course groups: revised as linked here.
Spring Final Exam Schedule
Final Exam: Monday, May 23 1:45-3:45 pm (our regular classroom)
0. Good luck preparing for the final exam. The format will be similar to the midterm exam and I encourage you to work with others as you study.
1. Presentation Grades. Groups were instructed to send the final presentation slides to me via email. The person sending me the slides of the presentation should have copied all the group members who actively participated in creating the presentation in that email (see below). If you sent me your group's presentation slides but did not copy your fellow group members in that email, you should do so ASAP so I may send everyone who participated the group grade. Those who followed instructions should already have the group's overall presentation grade. Group members whose individual grade is different than the group grade have been notified separately via email (or will be once the person responsible for sending me the slides resends the slides and copies all group members).
Monday, May 16 Announcement: Hunter College email and related servers have not been accessible since late Thursday, May 12. No email communication is possible at this time and other online services might also be interrupted.
0. Today we will complete Thursday's reading and have a review for the final exam. Students who wish to rewrite sections of the last quiz may do so for partial credit. The quiz rewrites must be handed in at the beginning of class (no late or email submissions permitted -- it's the last day of classes!).
1. Complete analysis and discussion of Dov Fox, "The Thirteenth Amendment Reflections on Abortion, Surrogacy, and Race Selection" (Cornell Law Review). Homework: be able to identify the main argument of Dov Fox's article (provide examples), and explain how Bridgewater's work may be used in constitutional arguments (provide examples from the reading) against "involuntary servitude." Additionally, be prepared to answer the following prompts.
The 13th Amendment protects citizens from other citizens and the reach of the state. It specifically bars 1) "slavery" and 2) "involuntary servitude" of citizens. Based on both the readings and your own reasoning, answer the following questions:
If the state bars women from access to abortion healthcare providers, is this an example of tired citizenship?
If the state bars women from access to abortion healthcare providers, is this an example of "involuntary servitude"?
2. Related questions based on readings and class discussions.
Can you think of at least one instance where men are deprived of access to healthcare because of their sex and/or their gender identity?
How are conceptions of "citizenship" different in the following three spheres:
The public sphere (in the public imagination/what people think based on information they consume (including mis- and disinformation) / the Constitution (the law of the land) / citizenship (as a legal category in the constitution and in "(extra)legal" policing practices such as "driving while brown" laws, etc.)
3. Review for final exam. Instructions:
-Go through the class website and copy all the authors/readings studied and the corresponding questions to each reading. If you have been doing your homework consistently you will have most answers for most questions. Determine which require review today.
-Go through the class website and copy all the Keywords and related terms. If you have been doing your homework consistently you will have most answers for most questions. Determine which require attention or review today.
-Go to the Realia sections. If there are corresponding questions copy those as well. If you been doing your homework consistently you will have most answers for most questions. Determine which require attention or review today.
-Go to your midterm and determine what sections you should review based on incorrect responses.
-Organize yourself. Divide each of the above sections sequentially. Determine which section requires the most attention based on your ability to answer the questions. Those questions you can't readily answer require your attention. We can discuss these today.
Thursday, May 12
0. As noted in class, I've altered the final readings to reflect contemporary events including how Latina and Black women have the most to lose if Roe v. Wade (1973) is overturned.
1. The Nation editorial collective, "Black and Hispanic Women Have the Most to Lose if Roe is Overturned" (May 4, 2022). The Blue Group will lead the discussion.
-What evidence does the article provide to support its contention that Latina and Black women have the most to lose if Roe is overturned?
-In your opinion, is this an example of what Mae M. Ngai called "Alien Citizenship"? Provide evidence to support your claim.
2. Dov Fox, "The Thirteenth Amendment Reflections on Abortion, Surrogacy, and Race Selection" (Cornell Law Review). Read only, "Introduction (114-116), "Abortion" (116-122), and "Race Selection" (127-136). The Grey Group will lead the discussion.
-According to Fox, what was the importance of Pamela Bridgewater's legal reasoning?
-According to Fox, why has the 13th Amendment been underutilized?
-According to the article, how do laws that make and criminalize women who have children against their will at the heart of the very liberty and equality that the 13th was enacted to restore?
Keywords
The 13th Amendment history -
The 13th Amendment - Plain text
Realia
The Frontera Fund
Research Pamela Bridgewater’s Breeding a Nation: Reproductive Slavery, the Thirteenth Amendment, and the Pursuit of Freedom. How is the 13th Amendment relavent to our conversations concerning "Alien Citizenship", tiered citizenship and tiered democracy?
Evaluations
Evaluations: smartphones: www.hunter.cuny.edu/mobilete or computers: www.hunter.cuny.edu/te
Monday, May 9 Class Cancelled Today, Monday, May 9th
0. As noted in class, I've altered the final readings to reflect contemporary events including how Latina and Black women have the most to lose if Roe v. Wade (1973) is overturned.
1. The Nation editorial collective, "Black and Hispanic Women Have the Most to Lose if Roe is Overturned" (May 4, 2022). The Blue Group will lead the discussion.
-What evidence does the article provide to support its contention that Latina and Black women have the most to lose if Roe is overturned?
-In your opinion, is this an example of what Mae M. Ngai called "Alien Citizenship"? Provide evidence to support your claim.
2. Dov Fox, "The Thirteenth Amendment Reflections on Abortion, Surrogacy, and Race Selection" (Cornell Law Review). Read only, "Introduction (114-116), "Abortion" (116-122), and "Race Selection" (127-136). The Grey Group will lead the discussion.
-According to Fox, what was the importance of Pamela Bridgewater's legal reasoning?
-According to Fox, why has the 13th Amendment been underutilized?
-According to the article, how do laws that make and criminalize women who have children against their will at the heart of the very liberty and equality that the 13th was enacted to restore?
Keywords
The 13th Amendment history -
The 13th Amendment - Plain text
Realia
Research Pamela Bridgewater’s Breeding a Nation: Reproductive Slavery, the Thirteenth Amendment, and the Pursuit of Freedom. How is the 13th Amendment relavent to our conversations concerning "Alien Citizenship", tiered citizenship and tiered democracy?
Thursday, May 12
1. Emma Batha, "US Moving to Restrict Abortion Rights and Acess" (Reuters May 4, 2022).
Read and select what you consider to be the states with the most draconian bans on abortion. Provide examples.
Thursday, May 5
0. We will have our last quiz of the semester today. In the quiz you will provide a definition for the Keywords for this week and an example that illustrates the keyword in question. Example:
Keyword: Libertarian -
Answer: - A political philosophy that advocates only minimal state intervention in the free market and the private lives of citizens. The Alex Nowrasteh reading "The 14 Most Common Arguments against Immigration and Why They’re Wrong" reflect this political philosophy.
1. Reading and Research. Research the origins of the Cato Institute and be able to distinguish the main diferences between Libertarian, Conservative and Neoconservative understandings of immigration and the role of the state in governance.
2. Alex Nowrasteh, "The 14 Most Common Arguments against Immigration and Why They’re Wrong" (Cato Institute 2018, as linked and here).
Keywords
Neoliberalism -
Think Tanks -
Conservative -
Neoconservative -
Libertarian -
Monday, May 2
0. I have adjusted a few readings on the syllabus in order to introduce a timely topic regarding U.S. citizenship and Latinx immigration.
2. Complete presentations: Blue Group and Green Group
Duration: 10 minutes plus Q&A time for each group presentation.
Format: Digital poster presentations. Five slides is the goal, but 6 will also be acceptable. Your completed slides MUST be received by me via email (ll2784@hunter.cuny.edu) no later than 10 pm on the day prior to your presentation. The person assigned to send me the slide deck/presentation must copy all group members and themselves to ensure proper delivery and that the slides/links are working. (All groups must bring a USB with their presentations as a backup.)
Contributions: Everyone must participate equitably, and everyone must speak. In some intances, some goups will work out how to count each member's participation (e.g., someone who is tech savy and compiles the slides is not expected to participate as much as others who have not; it depends on the group's concensus). If certain group members are not doing their work, please send me an email (it will be held in strict confidence).
Grading: Students will receive two grades: one for the overall group's efforts and one for each members individual work.
Organization: Each group will begin with a strong declarative statement explaining why they have chosen to present on their topic. The slides will build from these introductory remarks.
3. After all presentations are completed we will turn our attention to the topic of immigration and how recent political discourse considers Latinx immigration threat to U.S. values. We will read and analyze research produced by a Libertarian think tank, The Cato Institute.
1. Alex Nowrasteh, "The 14 Most Common Arguments against Immigration and Why They’re Wrong" (Cato Institute 2018, as linked and here).
Research the origins of the Cato Institute and be able to distinguish main diferences between Libertarian, Conservative and Neoconservative understandings of immigration and the role of the state in governance.
Keywords
Neoliberalism -
Think Tanks -
Libertarian -
Conservative -
Neoconservative -
Thursday, April 28
0. We will begin group presentations today. We will use the first 10 minutes to organize ourselves and ensure that all links to group slides/presentations are inworking order. Remember that 1) group presentations may appear on an upcoming quizz or the final exam, and 2) even if you're group does not present today you need to participate in the Q&A with each group. The two first groups to volunteerSpecifics:
Duration: 10 minutes plus Q&A time for each group presentation.
Format: Digital poster presentations. Five slides is the goal, but 6 will also be acceptable. Your completed slides MUST be received by me via email (ll2784@hunter.cuny.edu) no later than 10 pm on the day prior to your presentation. The person assigned to send me the slide deck/presentation must copy all group members and themselves to ensure proper delivery and that the slides/links are working. (All groups must bring a USB with their presentations as a backup.)
Contributions: Everyone must participate equitably, and everyone must speak. In some intances, some goups will work out how to count each member's participation (e.g., someone who is tech savy and compiles the slides is not expected to participate as much as others who have not; it depends on the group's concensus). If certain group members are not doing their work, please send me an email (it will be held in strict confidence).
Grading: Students will receive two grades: one for the overall group's efforts and one for each members individual work.
Organization: Each group will begin with a strong declarative statement explaining why they have chosen to present on their topic. The slides will build from these introductory remarks.
1. Presentation 1: Yellow Group. Topic: "White Relacement Theory" (Prezi link)
2. Presentation 2: Grey Group. Topic: "The Latino Threat Narrative"
Realia
Student poem on class topics by Jesús Cerda (as linked)
Monday, April 25
0. Presentations will begin Thursday, April 28 (not today). We will continue our workshop class on "digital poster presentations".
1. Workshop class on digital posters. How to prepare:
i. Contact information. By now ALL students should have the contact information for all their fellow group members. If you were absent, it is your responsibility to reach out to your group and get into their group chat or email (reminder: policy for missing a class is listed as linked).
ii. Topic or theme identified. When we return today, ALL groups will have identified the topic or theme that the group has elected. Work this out in your group chats/via email, etc., BEFORE coming to class.
iii. Group member responsibilities. When we return today, ALL groups will have determined what each group member is resonsible for and how they will contribute to the group BEFORE coming to class. [Group members will be able to rate the performance of other group members anonymously if they so chose. In other words, if you slack and don't pull your weight you are not likely to get credit for the work others have done.]
iv. Overlap. Groups whose theme/topic overlaps with other groups will discuss and determine today how NOT to replicate information. In other words, you will select different aspects of the theme or topic you have chosen. This will avoid redundacy and make the presentations more dynamic. So far, two groups are presenting on Herrenvolk democracy. At this point, no other group should be focusing on this theme or topic ("the early bird catches the worm"!).
2. Stay alert, stay safe during break. And rest as best you can!
Realia
.National pedagogies and the Florida Dept. of Education's erasure of racial diversity
Thursday, April 14
0. Nick and George were making some important points about Cuban migration before we had to pause for the quiz. I encourage them to start the conversation today as a segway to completing our discussion of Jorge Duany's “Cuban Migration: A Postrevolution Exodus Ebbs and Flows”. Be preapred to identify the various waves of Cuban migration to the U.S. and how access to citizenship for Cubans has been supported by the state but not so for other Latino groups.
1. Latino Center, Smithsonian Museum, "Cuban Raft" (1992). Read short description and "tour" the raft used by Cuban political dissidents. Be prepared to discuss the significance of memorializing the Cuban "balsero" experience in the country's premier museum, The Smithsonian. In so doing, we will discuss the furtive political nature of the keywords below: Historical Memory/Historical Amnesia, Cultural Memory/Cultural Amnesia and Material Culture.
2. Class workshop on "digital poster presentations". We will discuss your upcoming formal class presentations. The goal of the workshop component of the class today is to:
-Introduce digital posters (see description below)
-Meet with your group
-Pick your group's topic or theme
-and assign duties to various group members
Description of Digital Poster Presentations
For your presentations you will be creating an "digital poster" on any of the themes or topics covered in the course with the goal of summarizing the most important points related to your chosen topic or theme (e.g., Herrenvolk Democracy, Citizenship Nullification, DACA, the Chicano Moratorium, the Cuban Adjustment Act, Alien Citizenship, Political Emergence, etc.). Digital poster presentations are generally used for sharing research, informing, influencing, persuading, or as a marketing tool. Unlike the traditional poster (one page, static information), a digital poster can have several frames (slides). For the purpose of condessing information, you are allowed up to 5 frames (but no more). The main distinction between a powerpoint presentation v. a digital poster presentation is twofold. First, the the digital poster focuses exclusively on a single topic or theme while the powerpoint can exceed this singular focus. Second, the digital poster allows you to include dynamic content and is most often interactive (see description here). While Powerpoint allows you to add inetractive media (e.g., videos, songs, etc), other platforms make it easier. For example, see Hunter's various tools that are free to students and faculty by scrolling to "tools" on this link.) The digital poster will form the basis of your group presentations. Presentations will last no more than 12 minutes per group, including Q&A. (Note: class presentations are an excellent opportunity for organizing acquired knowledge before the stakes become higher as you advance in your professional and/or academic career. Use the opportunity to your advantage.)
The goal of the workshop component of the class is to:
Familiarize the class with digital posters
Meet with your group
Pick your topic or theme
and assign duties to various group members
Keywords
Historical Memory/Historical Amnesia -
Cultural Memory/Cultural Amnesia -
Material Culture -
UMAPS -
Realia -
Nestor Almendros, Conduct Unbecoming (1984)
Historical images
Elián González - 2000 rafter boy who survived capsized boat during post-Soviet era and becomes symbol of struggle between exiled Cuban Americans and Cubans.
Monday, April 11
0. Today we will begin with a short lecture on the legacies of the Cuban Adjustment Act (1966) and, provided the video projector is repaired, we will view images regarding the disparate treatment of various immigrant groups attempting to access the Affirmative Asylum Process (AAP) per USCIS and federal laws.
Note that we will begin formal presentations after break. As a reminder, the informal color-coded assigned group presentations are meant to improve your class participation grade (class participation is 15% of your final grade). Those students who have not been present or prepared when their informal presentation was scheduled are encouraged to take an active role in class discussions (FYI, I note active participation, or lack thereof, during class on my notes). The formal presentations will begin on April 24th and we will discuss the specifics this week (formal presentations are 10% of your final grade).
1. Jorge Duany, “Cuban Migration: A Postrevolution Exodus Ebbs and Flows” (as linked)
2. Latino Center, Smithsonian Museum, "Cuban Raft" (1992). Read short description and "tour" the raft used by Cuban political dissidents.
3. Quiz. We will have a short quiz at the end of class. No makeups are allowed for quizzes out of 1) fairness for students prepared and present the day of the quiz, and 2) because the quiz will incorporate todays discussion and lecture (4/11). (Hint: for the quiz, focus on the keywords listed for 4/7, and the two assigned documentaries.)
Keywords (Research the keywords below)
The Cuban Adjustment Act (1966) and timeline -
Mariel Boat Exodus -
"Balseros" (1991-1994) -
Cuban "Special Period" -
"Wet Foot/Dry Foot" policy -
Realia
Duke University Balsero materials
Addenda
Katie McTiernan, "Cuban Migrants Outpace Central Americans Arriving at Border" (NBC News)
Lizelle Herrera - SB 8 criminalized abortion in Texas and deputized private citizens to sue anyone who provides an abortion or “aids and abets” a procedure. Herrera was turned to police authorities by staff at a Texas hospital. A recent order rescinded the indictment against Ms. Herrera.
Thursday, April 7
0. QUIZ ALERT: short quiz on the documentary Chicano! Quest for a Homeland, as well as the DACA documentary, and related readings listed below.
New Topic: DACA and the Legacies of Mexican American Repatriation
1. L. Lima and C. Brown, Rubí: A DACA Dreamer in Trump's America (2020 [as linked], use class website password to view film).
2. Nicole Narea, "The Supreme Court Kept DACA Alive -- for Now" (2017). (USCIS addenda from July 16, 2021.)
Keywords
DACA - For related DACA updates click here.
The Dream Act -
Plyler v. Doe (1982) -
Affirmative Asylum Process (AAP) - Determine the number of steps required for a lawful petition of asylum in the U.S.
Defensive Asylum Process (DAP)- Determine key differences between DAP and AAP petitions.
Title 42 - The program allows the US Border Patrol and US Customs to prohibit the entry of persons who potentially pose a health risk by being subject to previously-announced travel restrictions or because by unlawfully entering the country to bypass health-screening measures. Its use was implemented under the Trump administration and was continued under the Biden administration. The Biden administration announced it would rescind Title 42 on May 23, 2022. Several states are suing the administration for dropping the Tile 42 enforcement and others have announced they will sue the government (current plaintiffs are Missouri, Arizona and Louisiana). Expulsions remain in effect, at least until May 23, 2022, or until litigation is resolved.
Realia
The Haitian Border crisis - videos; images
CRT
Monday, April 4
0. Today we will continue with informal group presentations by the Grey Group: “Sonia Sotomayor and the Latino Question“ (pgs. 17-34) and as a class we will discuss the short Washington Post article on the Mexican repatriation: Diane Bernard, "The time a president deported 1 million Mexican Americans for supposedly stealing U.S. jobs" (Washington Post, 2018). Remember to prepare the prompts for this article before coming to class:
-What were the conditions that led to the so-called "Mexican repatriation"? What are the problems with referring to Mexican Americans, who were U.S. citizens, as "repatriated" to Mexico?
2. We will analyze the conflicts of interpretation that have emerged regarding the "Mexican Repatriation". Follow the links and be prepared to discuss how various scholars and the USCIS differ on the their interpretation of the Mexican Repatriation. How does this complicate the history of U.S. citizenship nullification?
3. In class George mentioned that despite the long presence of Latinos in the U.S., and that they constitute the country's largest "majority-minority", Latinos are still waiting for a seat at the table. What historical, legal and socio-political reasons explain this? (Be prepared to list at least three reasons that help explain this.)
4. Resistance and agency has always characterized the civil rights struggles of Latinos. The documentary Chicano! Quest for a Homeland is one of the few extant repositories of oral history by and for the Latino/Chicano civil rights movement as told my movement leaders (most have since passed away). It is simply a gem. View the documentary before coming to class. We will discuss the personalities and leadership of the movement, the "Poor People's Campaign", and the connection between MLK and Chicano activists. As you view the documentary, consider the various paradigms for enfranchisement we have discussed as well as the question of Latino agency in political struggles.
Assignment
Write down at least one quote from any of the readings above that you either found confusing or that you'd like to discuss further. (Note: You will hand this in at the beginning of class.)
Keywords
Though the Being Brown reading explains the keywords below, do some research on your own to add depth and breadth to the readings and lectures.
Civil Rights Act of 1964 -
Voting Rights Act of 1965 -
Bakke v. University of California, Davis -
The Latino Threat Narrative -
Aztlán - The mythic homeland of the Aztec in southwestern U.S. For Chicanos who were U.S. citizens but were never treated as such (e.g., "Mexican repatriation" etc.), Aztlán was the homeland were they belonged. The myth served to figuratively and literally ground Chicanos as the original inhabitants of the southwestern U.S.
Realia
PBS Media "Los Angeles Deportation"
Denigrating images of Latino communities
Thursday, March 31
0. We will complete our discussion of Beltrán's Chap. 3 and begin a new topic, "Citizenship Nullification." Informal presentations of the readings for the new topic will be led by the designated students listed below. (Find your group as linked here.) When you come to class, kindly find your group members and sit with them today.
New Topic: Citizenship Nullification
1. Read and be prepared to discuss Diane Bernard, "The time a president deported 1 million Mexican Americans for supposedly stealing U.S. jobs" (Washington Post, 2018)
-What were the conditions that led to the so-called "Mexican repatriation"? What are the problems with referring to Mexican Americans, who were U.S. citizens, as "repatriated" to Mexico?
2. All students must do the reading. The students listed below will serve as discussion leaders. L. Lima, "On Being Brown in the Democratic Commons" (pgs. 1-4, and pgs. 10-13) and “Sonia Sotomayor and the Latino Question“ (pgs. 17-34) from Being Brown: Sonia Sotomayor and the Latino Question (2019, as linked)
L. Lima, "On Being Brown in the Democratic Commons" (pgs. 1-4, and pgs. 10-13): Green Group
---, “Sonia Sotomayor and the Latino Question“ (pgs. 17-34): Grey Group
Keywords (Given course withdrawals, etc., some students may have been omitted from the color-coded list of group members. If you have been omitted from the list in error, please let me know.)
Hernández v Texas (1954) - Research and be able to discuss how this Supreme Court case relates to Latinx communities then and today: Blue Group
1965 Immigration and Nationality Act - Be able to explain not only it's major provisions but how it altered immigration patterns to U.S.: Yellow Group
Mexican "Repatriation" - Research and be able to discuss how various scholars and the USCIS differ on the their interpretation of the Mexican Repatriation. How does this complicate the history of U.S. citizenship nullification. GROUP: any students not included in the groups listed above.
Monday, March 28
0.Today we will complete our analysis of Beltrán’s important contribution to political theory, Latinx, and citizenship studies. We will then introduce our next topic, as indicated on the syllabus, “Citizenship Nullification.”
1. Cristina Beltrán, Chapter 3, “Authorized Violence: Migrant Suffering and Participatory (White) Democracy,” in Cruelty as Citizenship, and Conclusion, “Migrant Futurity, Divided Whiteness, and the Authoritarian Turn,” in Cruelty as Citizenship
Chapter 3
-What examples does Beltrán offer of how new media creates further spaces of hate for dehumanizing unauthorized migrants?
-How and why have Latinos become involved in Border Patrol and ICE?
-In what ways do Latinos themselves take part in Herrenvolk practices against unauthorized migrants?
-What examples does Beltrán offer of how new media creates further spaces of hate for dehumanizing unauthorized migrants?
-According to Beltrán, how does Cadava explain the popularity of Trump and the GOP to Latinos?
Chapter: Conclusion
-As outlined in her conclusion, “Migrant Futurity, Divided Whiteness, and the Authoritarian Turn,” what does Beltrán mean by "white precarity"? (List examples)
-For Beltrán, What is the tyranny that lies at the heart of white democracy?
New Topic: Citizenship Nullification
3. Note change in reading from the syllabus: Diane Bernard, "The time a president deported 1 million Mexican Americans for supposedly stealing U.S. jobs" (Washington Post, 2018)
-What were the conditions that led to the so-called "Mexican repatriation"? What are the problems with referring to Mexican Americans, who were U.S. citizens, as "repatriated" to Mexico?
Keywords
Mexican "Repatriation" -
1965 Immigration and Nationality Act -
White Replacement Theory (as described by Beltrán) -
Los Hermanos Mayo/Mayo Brothers (as linked)
Ancillary reading (not required reading), Kevin R. Johnson, “The Forgotten Repatriation of Persons of Mexican Ancestry and Lessons for the War on Terror” (as linked)
Realia
Mexican American citizen nullification photos; Japanese internment and WPA photos; "Relocation Centers"
Thursday, March 24 Midterm Exam
0. Be sure to arrive on time. Close notebooks and/or electronic devices upon arrival so we may begin with dispatch. You have the entire class period to complete the midterm exam.
Monday, March 21
0. Workshop class. We will begin with a quick summary of Beltrán's Cruelty as Citizenship (Introduction and Chapter 1 only). We will then proceed to review for the midterm exam which is scheduled for this coming Thursday.
The midterm is based on the assigned readings (and corresponding questions on class website); the keywords (and their relation to the readings and lectures); and the lectures themselves. (If you have been absent and missed any class lecture, be sure to refer to other classmates' notes to ensure you have a grasp of lecture topics you may have missed.)
In preparation, be sure to review for the midterm and come prepared with thoughtful questions. What do I mean by "thoughful questions"? This is what I mean: ensure that your questions evince that you have read the material. For example, a question such as "What is the main argument in Mae M. Ngai's article?" is not a thoughtful question. Why? Because it demonstrates that the person asking the question likely didn't read the article ,"Birthright Citizenship and Alien Citizenship,” and that they didn't take adequate notes during class disussions related to the article (or that they were simply absent and did not proactively seek to cover missed material).
1. The midterm consists of 3 sections that span assigned readings, keywords, and lectures:
I. Keywords
II. Short Answers
III. Essay Section
If you've kept up with the readings, lectures and related keywords you will undoubetedly do well. Study thoughtfully!
Thursday, March 24 Midterm Exam
Thursday, March 17
0. We will continue the discussion of Beltrán's Introduction from her book Cruelty as Citizenship as well as the chapters listed below. By now we should also be able to explain the terms listed in the "Keywords" section below.
1. Beltrán: chapter 1 "Freedom on the Frontier: White Democracy and America's Revolutionary Spirit", and chapter 3 "Authorized Violence: Migrant Suffereing and Participatory (White) Democracy". Answer the questions/prompts below in your electronic notes as they will serve as points of departure for our analysis of Beltrán's book today.
Introduction
-What is Beltrán's main thesis in this book? Cite section in the reading that illustrates her central thesis.
-What are the central claims that Beltran makes in the in the Introduction that support her main thesis? Cite examples.
-According to Beltrán, how has immigration law reinforced Herrrenfolk democracy?
-What examples does she cite of "white democracy" at work in contemporary political culture?
Chapter 1
-What does Beltrán mean when she says that "whiteness developed both historically and regionally"?
-Why does Beltrán focus on the history of Virgina as a starting point for the meaning of whiteness?
-How was slavery different from indentured servitude?
-How is "citizenship" a form of racialized social standing?
-How do laws and mores work together to produce the white citizen? ("Mores" = (the essential or characteristic customs and conventions of a group.)
-In what ways were Indian and Mexican land grants not honored?
-What did "freedom" ultimately mean for white democracy?
Chapter 3
-What examples does Beltrán offer of how new media creates further spaces of hate for dehumanizing unauthorized migrants?
-How and why have Latinos become involved in Border Patrol and ICE?
-In what ways do Latinos themselves take part in Herrenvolk practices against unauthorized migrants?
-What examples does Beltrán offer of how new media creates further spaces of hate for dehumanizing unauthorized migrants?
-According to Beltrán, how does Cadava explain the popularity of Trump and the GOP to Latinos?
Keywords
White Replacement "Theory" -
Herrenvolk Democracy - A regime that is democratic for the "master race" but tyrannical for social out groups. (pg. 14)
Nativism -
Realia
Critical Race Theory (CRT) as a dogwhistle for Herrenvolk politics (as linked)
Optional reading: Samuel Hoadley-Brill, "James Lindsay v. Critical Race Theory" (as linked)
Addenda
Ari Melbor, segment "Hate Crimes Experts" (as linked view from 2:05 and 8:16). We'll discuss section on El Paso shooter and "White Replacement 'Theory'" in relation to select keywords. Prompts: When watching the segment consider the relationship between white nationalism, anti-semitism and Latinos. How are historical and cultural amnesias intertwined?
Trigger warning/violence. Video of memorial to El Paso Massacre victims
Monday, March 14
0. Complete discussion of Mae M. Ngai, “Birthright Citizenship and Alien Citizenship”. Be prepared to discuss the questions below from Ngai's article.
1. Cristina Beltán, Cruelty as Citizenship (as linked here). We will discuss the Introduction.
What is Beltrán's main thesis in this book? Cite section in the reading that illustrates her central thesis.
What are the central claims that Beltran makes in the in the Introduction that support her main thesis? Cite examples.
According to Beltrán, how has immigration law reinforced Herrrenfolk democracy?
What examples does she cite of "white democracy" at work in contemporary political culture?
2. Discussion of upcoming group presentations.
Keywords
Herrrenfolk Democracy -
Nativism -
Addenda
Beltrán interview with Sonali Kolhatkar
Refer back to Philip Gorski, “Trump’s Rise and Fall” and be able to explain how Gorski define "Christian nationalism" and the "Lost Cause myth"?
Thursday, March 10
0. Completion of Pedro Cabán reading and assigned student discussion (see remaining questions listed from Monday's class).
1. Mae M. Ngai, “Birthright Citizenship and Alien Citizenship”. Be prepared to research and discuss the following questions:
i. What is Mae M. Ngai's main argument in this essay?
ii. According to Ngai, what does "alien citizenship" refer to?
iii. What is citizenship nullification?
iv. What does "racial unassimilability" refer to and to home does it apply?
v. Why did Chinese Americans claim birthright citizenship despite anti-Chinese sentiment in U.S.?
vi. According to Ngai, why is birthright citizenship coming into question again (she writes in 2007 but it is truer now then when she first wrote about this).
Keywords [Reminder: you should be familiar and conversant with the keywords before coming to class)
Jus soil - A legal concept meaning that child's citizenship is determined by their place of birth. Pursuant to the Fourteenth Amendment and the Immigration and Nationality Act (INA) a person born within and subject to the jurisdiction of the United States automatically acquires US citizenship, known as jus soli.
jus sanguinis - A legal concept meaning child's citizenship is determined by parent's citizenship.
Child Citizenship Act -
"Anchor baby" - A derogatory term implying undocumented women have children in a territory with goal of establishing citizenship in that territory.
Chinese Exclusion Act 1882 - The Chinese Exclusion Act of 1882 suspended Chinese immigration for ten years and declared Chinese immigrants ineligible for naturalization (after completion of transcontinental railroad was completed). President Chester A. Arthur signed it into law on May 6, 1882.
The Dred Scott Decision -
Monday, March 7
0. Today we will complete the discussion of the materials and realia associated with the Spanish American War before turning to the Cabán reading.
1. Pedro Cabán, “Puerto Ricans as Contingent Citizens: Shifting Mandated Identities and Imperial Disjunctures” (read only the following sections: "U.S. Policy...", pgs. 238-241; "Congressional Power..." 353-260; and "Conclusion," pgs. 276-278
Groups 3 and 4 will lead the discussion (find your group here or as listed below). While all must read the article as assigned, the designated groups are responsible for leading the discussion.
I. What is the main argument of the article? (Quote directly from article and page numbers.)
Discussion leaders by section:
Abigail Marrero, Sabrina Mendoza, Alma Montella and Ketlin Niktrin
II. What evidence does the article present about the truncated status of citizenship for Puerto Ricans? Provide examples and page numbers. Discussion leaders:
Nelson Lieu, Ashley Loor, Eselly Lopez Luna and Jocelyn Lozano
III. How is the Treaty of Guadalupe Hidalgo related to the citizenship question for Puerto Ricans? Discussion leaders:
Alexander Peralta and Adrian Sebastian Rios Pampa - Hint: remind the class why the Treaty Guadalupe Hidalgo established citizenship "on paper" for Mexican American and other Spanish speakers but how in practice Mexican Americans were treated as second-class citizens (or worse).
IV. Beyond Puerto Rico, what examples does Cabán provide to explain how citizenship for Latino communities in the mainland U.S. was conditional?
Muneeb Saifi, Juan Suarez, Nicholas Sullivan, Giann Tavares, Rahma Tayabi, Noelia Veloz-Espino and Amy Xochimitl
2. View this section from the documentary film La Operation by Ana María García (1982) and explain/answer the following:
Law 136 - Explain the origins of the law [Thanks to Jesús Cerda for catching the typo!]
Operation Bootstrap -Explain the basic tenets of this policy
What were the consequences of Operation Bootstrap?
Realia
Albizu Campos - Resources, photographs and realia
Gov. Luis Muñoz Marín (1954)
Keywords
La Ley de la Mordaza ("The law of the muzzle") -
"Uncle Sam's Burden" -
Thursday, March 3
0. We've now completed our section on the legacies of the U.S. Mexico War and how it created tiered citizenship for Mexican Americans and other Spanish speakers in the U.S. Today we transition into an exploration of the legacies of U.S. empire building in Puerto Rico after 1898.
1. Research origins of Spanish American War, the Foraker Act (Organic Act of 1900), the Jones Act (1917) and be prepared to descrbe how Pueto Rico was incorporated into the U.S.
2. Read Rudyard Kipling's paean to U.S. empire building after the Spanish American War (1898), “The White Man’s Burden”. Answer the following discussion question before coming to class.
How are the conquered populations described in this poem? Give examples.
What exactly is the "White Man's Burden" according to the poem?
How is race interwined in the poem with "being civilized"?
3. View the stereograph titled "The Phillipines, Porto Rico and Cuba - Uncle Sam's Burden" and be prepared to describe how it allegorizes the Spanish American War. Answer the following discussion questions before coming to class.
How are the conquered populations depicted in the stereograph?
What is Uncle Sam's literal and metaphorical burden?
Who do you think could afford stereographic technology in 1899?
4. Research Cornelius Rhoads and read his letter to an associate.
How does Rhoads describe Puerto Ricans in the letter?
How is his official research on the island different from his "cancer research"?
5. Pedro Cabán, “Puerto Ricans as Contingent Citizens: Shifting Mandated Identities and Imperial Disjunctures” (read only the following sections: "U.S. Policy...", pgs. 238-241; "Congressional Power..." 353-260; and "Conclusion," pgs. 276-278
Groups 3 and 4 will lead the discussion (find your group here). While all must read the article as assigned, the designated groups are responsible for leading the discussion.
What is the main argument of the article? Provide examples and page numbers.
What evidence does it present about the status of citizenship for Puerto Ricans? Provide examples and page numbers.
How is the Treaty of Guadalupe Hidalgo related to the citizenship question for Puerto Ricans?
Realia
Image 1 Allegorical example from newspapers and print culture
Image 2 Multiple cartoon renderings (pick one and be prepared to share your thoughts on its meaning)
Cornelius Rhoads, exonerated (NYT)
Cornelius Rhoads, Time Man of the Year
"Gas Masks" reporting form the new Gibraltar (PR) and PR soldiers
Video Library of Congress American Soldiers in Cuba 1898
Optional
Film archives from the Institute for Puerto Rican Culture (as linked)
Realia from University of South Florida
Eugenics and Sterilization in PR -
Keywords
"The American 1898" - The term "the American 1898" serves as critical shorthand for describing how the U.S. emerged as an empire that promised liberty but instead plundered the territories if conquered. The former Spanish territories of Puerto Rico, Cuba, and the Philippines came under US domination in 1898, much like over half of Mexico came under U.S. domination after the Mexico-U.S. War (1846-48).
Foraker Act (Organic Act of 1900) -
Jones Act (1917) - Section 3 (tariffs between island and mainland); Section 7 (insular for Puerto Ricans barred from either Spanish or U.S. citizenship
Treaty of Paris (1898) -
Addenda
The color of war
Leland Stanford and the Transcontinental Railroad
Maps of major railroads
Monday, February 28 If you did not hand in your assignment in person today please do so today via email by close of business day (5:00pm) Missed written work due during class on Monday 2/28 must be received on 2/28 by 11:59 pm via email for credit.
0. María Amparo Ruiz de Burton (MARB), The Squatter and the Don, read Chapter One, "Squatter Darrell Reviews the Past," and Chapter Two, "The Don's View of the Treaty of Guadalupe Hidalgo." As is evident from the titles of these two chapters, MARB begins by centering history and the law as the starting point for historical redress.
With this in mind, answer the following questions/prompts and hand in your answers to me at the beginning of class (complete and short responses). If you are absent, you must submit your responses via email before class meets today.
-Who was María Amparo Ruiz de Burton?
-When was The Squatter and the Don published and what does the novel seek to redress?
-How does the novel imagine historical redress for Mexican Americans (provide examples)?
-How are Anglo Americans described in the assigned chapters (provide examples)?
-How are they different from the Don's family (provide examples)?
-How is religious conflict (between Protestants and Catholics) resolved in the assigned chapters (provide examples)?
-Provide examples of how MARB attempts to provide an alternative national pedagogy about how U.S. laws treat Mexican Americans unjustly.
1. Latinx Citizenship Case Study 2: Lecture on Puerto Rico and Spanish American War. We've completed our section on the legacies of the U.S. Mexico War and how it created tiered citizenship for Mexican Americans and other Spanish speakers in the U.S. Today we transition into an exploration of the legacies of U.S. empire building in Puerto Rico and tired citizenship. We will:
-View realia related to “The American 1898”
-Analyze Rudyard Kipling's peon to U.S. empire building after the Spanish American War (1898), “The White Man’s Burden”
-View Library of Congress realia related to 1898
Realia. View these historical artifacts and establish connections with "the American 1898"
1898 image and materials:
Treaty of Paris (1898)
View the stereograph titled "Uncle Sam's Burden" and the other stereographs linked here (scroll to the bottom of page to view additional stereographs).
Image 1 Allegorical example from newspapers and print culture
Image 2 Multiple cartoon renderings (pick one and be prepared to share your thoughts on its meaning)
Cornelius Rhoads, Letter
Cornelius Rhoads, exonerated (NYT)
Cornelius Rhoads, Time Man of the Year
"Gas Masks" reporting form the new Gibraltar (PR) and PR soldiers
Video Library of Co
AFPRL 260-01
Spring 2022
Professor Lázaro Lima
Meeting Time: Mondays/Thursdays, 2:45-4:00 pm (in person)
Location: HW WB130
Office Hours: HW 1704 Mondays/Thursdays, 4:30-5:30 pm or by appointment
Communication: ll2784@hunter.cuny.edu and via Blackboard e-mail list
Course Website: http://www.lazarolima.com/afprl260spring2022.html
Syllabus: Latinos and Citizenship (as linked).
Discussion leaders/course groups: revised as linked here.
Spring Final Exam Schedule
Final Exam: Monday, May 23 1:45-3:45 pm (our regular classroom)
0. Good luck preparing for the final exam. The format will be similar to the midterm exam and I encourage you to work with others as you study.
1. Presentation Grades. Groups were instructed to send the final presentation slides to me via email. The person sending me the slides of the presentation should have copied all the group members who actively participated in creating the presentation in that email (see below). If you sent me your group's presentation slides but did not copy your fellow group members in that email, you should do so ASAP so I may send everyone who participated the group grade. Those who followed instructions should already have the group's overall presentation grade. Group members whose individual grade is different than the group grade have been notified separately via email (or will be once the person responsible for sending me the slides resends the slides and copies all group members).
Monday, May 16 Announcement: Hunter College email and related servers have not been accessible since late Thursday, May 12. No email communication is possible at this time and other online services might also be interrupted.
0. Today we will complete Thursday's reading and have a review for the final exam. Students who wish to rewrite sections of the last quiz may do so for partial credit. The quiz rewrites must be handed in at the beginning of class (no late or email submissions permitted -- it's the last day of classes!).
1. Complete analysis and discussion of Dov Fox, "The Thirteenth Amendment Reflections on Abortion, Surrogacy, and Race Selection" (Cornell Law Review). Homework: be able to identify the main argument of Dov Fox's article (provide examples), and explain how Bridgewater's work may be used in constitutional arguments (provide examples from the reading) against "involuntary servitude." Additionally, be prepared to answer the following prompts.
The 13th Amendment protects citizens from other citizens and the reach of the state. It specifically bars 1) "slavery" and 2) "involuntary servitude" of citizens. Based on both the readings and your own reasoning, answer the following questions:
If the state bars women from access to abortion healthcare providers, is this an example of tired citizenship?
If the state bars women from access to abortion healthcare providers, is this an example of "involuntary servitude"?
2. Related questions based on readings and class discussions.
Can you think of at least one instance where men are deprived of access to healthcare because of their sex and/or their gender identity?
How are conceptions of "citizenship" different in the following three spheres:
The public sphere (in the public imagination/what people think based on information they consume (including mis- and disinformation) / the Constitution (the law of the land) / citizenship (as a legal category in the constitution and in "(extra)legal" policing practices such as "driving while brown" laws, etc.)
3. Review for final exam. Instructions:
-Go through the class website and copy all the authors/readings studied and the corresponding questions to each reading. If you have been doing your homework consistently you will have most answers for most questions. Determine which require review today.
-Go through the class website and copy all the Keywords and related terms. If you have been doing your homework consistently you will have most answers for most questions. Determine which require attention or review today.
-Go to the Realia sections. If there are corresponding questions copy those as well. If you been doing your homework consistently you will have most answers for most questions. Determine which require attention or review today.
-Go to your midterm and determine what sections you should review based on incorrect responses.
-Organize yourself. Divide each of the above sections sequentially. Determine which section requires the most attention based on your ability to answer the questions. Those questions you can't readily answer require your attention. We can discuss these today.
Thursday, May 12
0. As noted in class, I've altered the final readings to reflect contemporary events including how Latina and Black women have the most to lose if Roe v. Wade (1973) is overturned.
1. The Nation editorial collective, "Black and Hispanic Women Have the Most to Lose if Roe is Overturned" (May 4, 2022). The Blue Group will lead the discussion.
-What evidence does the article provide to support its contention that Latina and Black women have the most to lose if Roe is overturned?
-In your opinion, is this an example of what Mae M. Ngai called "Alien Citizenship"? Provide evidence to support your claim.
2. Dov Fox, "The Thirteenth Amendment Reflections on Abortion, Surrogacy, and Race Selection" (Cornell Law Review). Read only, "Introduction (114-116), "Abortion" (116-122), and "Race Selection" (127-136). The Grey Group will lead the discussion.
-According to Fox, what was the importance of Pamela Bridgewater's legal reasoning?
-According to Fox, why has the 13th Amendment been underutilized?
-According to the article, how do laws that make and criminalize women who have children against their will at the heart of the very liberty and equality that the 13th was enacted to restore?
Keywords
The 13th Amendment history -
The 13th Amendment - Plain text
Realia
The Frontera Fund
Research Pamela Bridgewater’s Breeding a Nation: Reproductive Slavery, the Thirteenth Amendment, and the Pursuit of Freedom. How is the 13th Amendment relavent to our conversations concerning "Alien Citizenship", tiered citizenship and tiered democracy?
Evaluations
Evaluations: smartphones: www.hunter.cuny.edu/mobilete or computers: www.hunter.cuny.edu/te
Monday, May 9 Class Cancelled Today, Monday, May 9th
0. As noted in class, I've altered the final readings to reflect contemporary events including how Latina and Black women have the most to lose if Roe v. Wade (1973) is overturned.
1. The Nation editorial collective, "Black and Hispanic Women Have the Most to Lose if Roe is Overturned" (May 4, 2022). The Blue Group will lead the discussion.
-What evidence does the article provide to support its contention that Latina and Black women have the most to lose if Roe is overturned?
-In your opinion, is this an example of what Mae M. Ngai called "Alien Citizenship"? Provide evidence to support your claim.
2. Dov Fox, "The Thirteenth Amendment Reflections on Abortion, Surrogacy, and Race Selection" (Cornell Law Review). Read only, "Introduction (114-116), "Abortion" (116-122), and "Race Selection" (127-136). The Grey Group will lead the discussion.
-According to Fox, what was the importance of Pamela Bridgewater's legal reasoning?
-According to Fox, why has the 13th Amendment been underutilized?
-According to the article, how do laws that make and criminalize women who have children against their will at the heart of the very liberty and equality that the 13th was enacted to restore?
Keywords
The 13th Amendment history -
The 13th Amendment - Plain text
Realia
Research Pamela Bridgewater’s Breeding a Nation: Reproductive Slavery, the Thirteenth Amendment, and the Pursuit of Freedom. How is the 13th Amendment relavent to our conversations concerning "Alien Citizenship", tiered citizenship and tiered democracy?
Thursday, May 12
1. Emma Batha, "US Moving to Restrict Abortion Rights and Acess" (Reuters May 4, 2022).
Read and select what you consider to be the states with the most draconian bans on abortion. Provide examples.
Thursday, May 5
0. We will have our last quiz of the semester today. In the quiz you will provide a definition for the Keywords for this week and an example that illustrates the keyword in question. Example:
Keyword: Libertarian -
Answer: - A political philosophy that advocates only minimal state intervention in the free market and the private lives of citizens. The Alex Nowrasteh reading "The 14 Most Common Arguments against Immigration and Why They’re Wrong" reflect this political philosophy.
1. Reading and Research. Research the origins of the Cato Institute and be able to distinguish the main diferences between Libertarian, Conservative and Neoconservative understandings of immigration and the role of the state in governance.
2. Alex Nowrasteh, "The 14 Most Common Arguments against Immigration and Why They’re Wrong" (Cato Institute 2018, as linked and here).
Keywords
Neoliberalism -
Think Tanks -
Conservative -
Neoconservative -
Libertarian -
Monday, May 2
0. I have adjusted a few readings on the syllabus in order to introduce a timely topic regarding U.S. citizenship and Latinx immigration.
2. Complete presentations: Blue Group and Green Group
Duration: 10 minutes plus Q&A time for each group presentation.
Format: Digital poster presentations. Five slides is the goal, but 6 will also be acceptable. Your completed slides MUST be received by me via email (ll2784@hunter.cuny.edu) no later than 10 pm on the day prior to your presentation. The person assigned to send me the slide deck/presentation must copy all group members and themselves to ensure proper delivery and that the slides/links are working. (All groups must bring a USB with their presentations as a backup.)
Contributions: Everyone must participate equitably, and everyone must speak. In some intances, some goups will work out how to count each member's participation (e.g., someone who is tech savy and compiles the slides is not expected to participate as much as others who have not; it depends on the group's concensus). If certain group members are not doing their work, please send me an email (it will be held in strict confidence).
Grading: Students will receive two grades: one for the overall group's efforts and one for each members individual work.
Organization: Each group will begin with a strong declarative statement explaining why they have chosen to present on their topic. The slides will build from these introductory remarks.
3. After all presentations are completed we will turn our attention to the topic of immigration and how recent political discourse considers Latinx immigration threat to U.S. values. We will read and analyze research produced by a Libertarian think tank, The Cato Institute.
1. Alex Nowrasteh, "The 14 Most Common Arguments against Immigration and Why They’re Wrong" (Cato Institute 2018, as linked and here).
Research the origins of the Cato Institute and be able to distinguish main diferences between Libertarian, Conservative and Neoconservative understandings of immigration and the role of the state in governance.
Keywords
Neoliberalism -
Think Tanks -
Libertarian -
Conservative -
Neoconservative -
Thursday, April 28
0. We will begin group presentations today. We will use the first 10 minutes to organize ourselves and ensure that all links to group slides/presentations are inworking order. Remember that 1) group presentations may appear on an upcoming quizz or the final exam, and 2) even if you're group does not present today you need to participate in the Q&A with each group. The two first groups to volunteerSpecifics:
Duration: 10 minutes plus Q&A time for each group presentation.
Format: Digital poster presentations. Five slides is the goal, but 6 will also be acceptable. Your completed slides MUST be received by me via email (ll2784@hunter.cuny.edu) no later than 10 pm on the day prior to your presentation. The person assigned to send me the slide deck/presentation must copy all group members and themselves to ensure proper delivery and that the slides/links are working. (All groups must bring a USB with their presentations as a backup.)
Contributions: Everyone must participate equitably, and everyone must speak. In some intances, some goups will work out how to count each member's participation (e.g., someone who is tech savy and compiles the slides is not expected to participate as much as others who have not; it depends on the group's concensus). If certain group members are not doing their work, please send me an email (it will be held in strict confidence).
Grading: Students will receive two grades: one for the overall group's efforts and one for each members individual work.
Organization: Each group will begin with a strong declarative statement explaining why they have chosen to present on their topic. The slides will build from these introductory remarks.
1. Presentation 1: Yellow Group. Topic: "White Relacement Theory" (Prezi link)
2. Presentation 2: Grey Group. Topic: "The Latino Threat Narrative"
Realia
Student poem on class topics by Jesús Cerda (as linked)
Monday, April 25
0. Presentations will begin Thursday, April 28 (not today). We will continue our workshop class on "digital poster presentations".
1. Workshop class on digital posters. How to prepare:
i. Contact information. By now ALL students should have the contact information for all their fellow group members. If you were absent, it is your responsibility to reach out to your group and get into their group chat or email (reminder: policy for missing a class is listed as linked).
ii. Topic or theme identified. When we return today, ALL groups will have identified the topic or theme that the group has elected. Work this out in your group chats/via email, etc., BEFORE coming to class.
iii. Group member responsibilities. When we return today, ALL groups will have determined what each group member is resonsible for and how they will contribute to the group BEFORE coming to class. [Group members will be able to rate the performance of other group members anonymously if they so chose. In other words, if you slack and don't pull your weight you are not likely to get credit for the work others have done.]
iv. Overlap. Groups whose theme/topic overlaps with other groups will discuss and determine today how NOT to replicate information. In other words, you will select different aspects of the theme or topic you have chosen. This will avoid redundacy and make the presentations more dynamic. So far, two groups are presenting on Herrenvolk democracy. At this point, no other group should be focusing on this theme or topic ("the early bird catches the worm"!).
2. Stay alert, stay safe during break. And rest as best you can!
Realia
.National pedagogies and the Florida Dept. of Education's erasure of racial diversity
Thursday, April 14
0. Nick and George were making some important points about Cuban migration before we had to pause for the quiz. I encourage them to start the conversation today as a segway to completing our discussion of Jorge Duany's “Cuban Migration: A Postrevolution Exodus Ebbs and Flows”. Be preapred to identify the various waves of Cuban migration to the U.S. and how access to citizenship for Cubans has been supported by the state but not so for other Latino groups.
1. Latino Center, Smithsonian Museum, "Cuban Raft" (1992). Read short description and "tour" the raft used by Cuban political dissidents. Be prepared to discuss the significance of memorializing the Cuban "balsero" experience in the country's premier museum, The Smithsonian. In so doing, we will discuss the furtive political nature of the keywords below: Historical Memory/Historical Amnesia, Cultural Memory/Cultural Amnesia and Material Culture.
2. Class workshop on "digital poster presentations". We will discuss your upcoming formal class presentations. The goal of the workshop component of the class today is to:
-Introduce digital posters (see description below)
-Meet with your group
-Pick your group's topic or theme
-and assign duties to various group members
Description of Digital Poster Presentations
For your presentations you will be creating an "digital poster" on any of the themes or topics covered in the course with the goal of summarizing the most important points related to your chosen topic or theme (e.g., Herrenvolk Democracy, Citizenship Nullification, DACA, the Chicano Moratorium, the Cuban Adjustment Act, Alien Citizenship, Political Emergence, etc.). Digital poster presentations are generally used for sharing research, informing, influencing, persuading, or as a marketing tool. Unlike the traditional poster (one page, static information), a digital poster can have several frames (slides). For the purpose of condessing information, you are allowed up to 5 frames (but no more). The main distinction between a powerpoint presentation v. a digital poster presentation is twofold. First, the the digital poster focuses exclusively on a single topic or theme while the powerpoint can exceed this singular focus. Second, the digital poster allows you to include dynamic content and is most often interactive (see description here). While Powerpoint allows you to add inetractive media (e.g., videos, songs, etc), other platforms make it easier. For example, see Hunter's various tools that are free to students and faculty by scrolling to "tools" on this link.) The digital poster will form the basis of your group presentations. Presentations will last no more than 12 minutes per group, including Q&A. (Note: class presentations are an excellent opportunity for organizing acquired knowledge before the stakes become higher as you advance in your professional and/or academic career. Use the opportunity to your advantage.)
The goal of the workshop component of the class is to:
Familiarize the class with digital posters
Meet with your group
Pick your topic or theme
and assign duties to various group members
Keywords
Historical Memory/Historical Amnesia -
Cultural Memory/Cultural Amnesia -
Material Culture -
UMAPS -
Realia -
Nestor Almendros, Conduct Unbecoming (1984)
Historical images
Elián González - 2000 rafter boy who survived capsized boat during post-Soviet era and becomes symbol of struggle between exiled Cuban Americans and Cubans.
Monday, April 11
0. Today we will begin with a short lecture on the legacies of the Cuban Adjustment Act (1966) and, provided the video projector is repaired, we will view images regarding the disparate treatment of various immigrant groups attempting to access the Affirmative Asylum Process (AAP) per USCIS and federal laws.
Note that we will begin formal presentations after break. As a reminder, the informal color-coded assigned group presentations are meant to improve your class participation grade (class participation is 15% of your final grade). Those students who have not been present or prepared when their informal presentation was scheduled are encouraged to take an active role in class discussions (FYI, I note active participation, or lack thereof, during class on my notes). The formal presentations will begin on April 24th and we will discuss the specifics this week (formal presentations are 10% of your final grade).
1. Jorge Duany, “Cuban Migration: A Postrevolution Exodus Ebbs and Flows” (as linked)
2. Latino Center, Smithsonian Museum, "Cuban Raft" (1992). Read short description and "tour" the raft used by Cuban political dissidents.
3. Quiz. We will have a short quiz at the end of class. No makeups are allowed for quizzes out of 1) fairness for students prepared and present the day of the quiz, and 2) because the quiz will incorporate todays discussion and lecture (4/11). (Hint: for the quiz, focus on the keywords listed for 4/7, and the two assigned documentaries.)
Keywords (Research the keywords below)
The Cuban Adjustment Act (1966) and timeline -
Mariel Boat Exodus -
"Balseros" (1991-1994) -
Cuban "Special Period" -
"Wet Foot/Dry Foot" policy -
Realia
Duke University Balsero materials
Addenda
Katie McTiernan, "Cuban Migrants Outpace Central Americans Arriving at Border" (NBC News)
Lizelle Herrera - SB 8 criminalized abortion in Texas and deputized private citizens to sue anyone who provides an abortion or “aids and abets” a procedure. Herrera was turned to police authorities by staff at a Texas hospital. A recent order rescinded the indictment against Ms. Herrera.
Thursday, April 7
0. QUIZ ALERT: short quiz on the documentary Chicano! Quest for a Homeland, as well as the DACA documentary, and related readings listed below.
New Topic: DACA and the Legacies of Mexican American Repatriation
1. L. Lima and C. Brown, Rubí: A DACA Dreamer in Trump's America (2020 [as linked], use class website password to view film).
2. Nicole Narea, "The Supreme Court Kept DACA Alive -- for Now" (2017). (USCIS addenda from July 16, 2021.)
Keywords
DACA - For related DACA updates click here.
The Dream Act -
Plyler v. Doe (1982) -
Affirmative Asylum Process (AAP) - Determine the number of steps required for a lawful petition of asylum in the U.S.
Defensive Asylum Process (DAP)- Determine key differences between DAP and AAP petitions.
Title 42 - The program allows the US Border Patrol and US Customs to prohibit the entry of persons who potentially pose a health risk by being subject to previously-announced travel restrictions or because by unlawfully entering the country to bypass health-screening measures. Its use was implemented under the Trump administration and was continued under the Biden administration. The Biden administration announced it would rescind Title 42 on May 23, 2022. Several states are suing the administration for dropping the Tile 42 enforcement and others have announced they will sue the government (current plaintiffs are Missouri, Arizona and Louisiana). Expulsions remain in effect, at least until May 23, 2022, or until litigation is resolved.
Realia
The Haitian Border crisis - videos; images
CRT
Monday, April 4
0. Today we will continue with informal group presentations by the Grey Group: “Sonia Sotomayor and the Latino Question“ (pgs. 17-34) and as a class we will discuss the short Washington Post article on the Mexican repatriation: Diane Bernard, "The time a president deported 1 million Mexican Americans for supposedly stealing U.S. jobs" (Washington Post, 2018). Remember to prepare the prompts for this article before coming to class:
-What were the conditions that led to the so-called "Mexican repatriation"? What are the problems with referring to Mexican Americans, who were U.S. citizens, as "repatriated" to Mexico?
2. We will analyze the conflicts of interpretation that have emerged regarding the "Mexican Repatriation". Follow the links and be prepared to discuss how various scholars and the USCIS differ on the their interpretation of the Mexican Repatriation. How does this complicate the history of U.S. citizenship nullification?
3. In class George mentioned that despite the long presence of Latinos in the U.S., and that they constitute the country's largest "majority-minority", Latinos are still waiting for a seat at the table. What historical, legal and socio-political reasons explain this? (Be prepared to list at least three reasons that help explain this.)
4. Resistance and agency has always characterized the civil rights struggles of Latinos. The documentary Chicano! Quest for a Homeland is one of the few extant repositories of oral history by and for the Latino/Chicano civil rights movement as told my movement leaders (most have since passed away). It is simply a gem. View the documentary before coming to class. We will discuss the personalities and leadership of the movement, the "Poor People's Campaign", and the connection between MLK and Chicano activists. As you view the documentary, consider the various paradigms for enfranchisement we have discussed as well as the question of Latino agency in political struggles.
Assignment
Write down at least one quote from any of the readings above that you either found confusing or that you'd like to discuss further. (Note: You will hand this in at the beginning of class.)
Keywords
Though the Being Brown reading explains the keywords below, do some research on your own to add depth and breadth to the readings and lectures.
Civil Rights Act of 1964 -
Voting Rights Act of 1965 -
Bakke v. University of California, Davis -
The Latino Threat Narrative -
Aztlán - The mythic homeland of the Aztec in southwestern U.S. For Chicanos who were U.S. citizens but were never treated as such (e.g., "Mexican repatriation" etc.), Aztlán was the homeland were they belonged. The myth served to figuratively and literally ground Chicanos as the original inhabitants of the southwestern U.S.
Realia
PBS Media "Los Angeles Deportation"
Denigrating images of Latino communities
Thursday, March 31
0. We will complete our discussion of Beltrán's Chap. 3 and begin a new topic, "Citizenship Nullification." Informal presentations of the readings for the new topic will be led by the designated students listed below. (Find your group as linked here.) When you come to class, kindly find your group members and sit with them today.
New Topic: Citizenship Nullification
1. Read and be prepared to discuss Diane Bernard, "The time a president deported 1 million Mexican Americans for supposedly stealing U.S. jobs" (Washington Post, 2018)
-What were the conditions that led to the so-called "Mexican repatriation"? What are the problems with referring to Mexican Americans, who were U.S. citizens, as "repatriated" to Mexico?
2. All students must do the reading. The students listed below will serve as discussion leaders. L. Lima, "On Being Brown in the Democratic Commons" (pgs. 1-4, and pgs. 10-13) and “Sonia Sotomayor and the Latino Question“ (pgs. 17-34) from Being Brown: Sonia Sotomayor and the Latino Question (2019, as linked)
L. Lima, "On Being Brown in the Democratic Commons" (pgs. 1-4, and pgs. 10-13): Green Group
---, “Sonia Sotomayor and the Latino Question“ (pgs. 17-34): Grey Group
Keywords (Given course withdrawals, etc., some students may have been omitted from the color-coded list of group members. If you have been omitted from the list in error, please let me know.)
Hernández v Texas (1954) - Research and be able to discuss how this Supreme Court case relates to Latinx communities then and today: Blue Group
1965 Immigration and Nationality Act - Be able to explain not only it's major provisions but how it altered immigration patterns to U.S.: Yellow Group
Mexican "Repatriation" - Research and be able to discuss how various scholars and the USCIS differ on the their interpretation of the Mexican Repatriation. How does this complicate the history of U.S. citizenship nullification. GROUP: any students not included in the groups listed above.
Monday, March 28
0.Today we will complete our analysis of Beltrán’s important contribution to political theory, Latinx, and citizenship studies. We will then introduce our next topic, as indicated on the syllabus, “Citizenship Nullification.”
1. Cristina Beltrán, Chapter 3, “Authorized Violence: Migrant Suffering and Participatory (White) Democracy,” in Cruelty as Citizenship, and Conclusion, “Migrant Futurity, Divided Whiteness, and the Authoritarian Turn,” in Cruelty as Citizenship
Chapter 3
-What examples does Beltrán offer of how new media creates further spaces of hate for dehumanizing unauthorized migrants?
-How and why have Latinos become involved in Border Patrol and ICE?
-In what ways do Latinos themselves take part in Herrenvolk practices against unauthorized migrants?
-What examples does Beltrán offer of how new media creates further spaces of hate for dehumanizing unauthorized migrants?
-According to Beltrán, how does Cadava explain the popularity of Trump and the GOP to Latinos?
Chapter: Conclusion
-As outlined in her conclusion, “Migrant Futurity, Divided Whiteness, and the Authoritarian Turn,” what does Beltrán mean by "white precarity"? (List examples)
-For Beltrán, What is the tyranny that lies at the heart of white democracy?
New Topic: Citizenship Nullification
3. Note change in reading from the syllabus: Diane Bernard, "The time a president deported 1 million Mexican Americans for supposedly stealing U.S. jobs" (Washington Post, 2018)
-What were the conditions that led to the so-called "Mexican repatriation"? What are the problems with referring to Mexican Americans, who were U.S. citizens, as "repatriated" to Mexico?
Keywords
Mexican "Repatriation" -
1965 Immigration and Nationality Act -
White Replacement Theory (as described by Beltrán) -
Los Hermanos Mayo/Mayo Brothers (as linked)
Ancillary reading (not required reading), Kevin R. Johnson, “The Forgotten Repatriation of Persons of Mexican Ancestry and Lessons for the War on Terror” (as linked)
Realia
Mexican American citizen nullification photos; Japanese internment and WPA photos; "Relocation Centers"
Thursday, March 24 Midterm Exam
0. Be sure to arrive on time. Close notebooks and/or electronic devices upon arrival so we may begin with dispatch. You have the entire class period to complete the midterm exam.
Monday, March 21
0. Workshop class. We will begin with a quick summary of Beltrán's Cruelty as Citizenship (Introduction and Chapter 1 only). We will then proceed to review for the midterm exam which is scheduled for this coming Thursday.
The midterm is based on the assigned readings (and corresponding questions on class website); the keywords (and their relation to the readings and lectures); and the lectures themselves. (If you have been absent and missed any class lecture, be sure to refer to other classmates' notes to ensure you have a grasp of lecture topics you may have missed.)
In preparation, be sure to review for the midterm and come prepared with thoughtful questions. What do I mean by "thoughful questions"? This is what I mean: ensure that your questions evince that you have read the material. For example, a question such as "What is the main argument in Mae M. Ngai's article?" is not a thoughtful question. Why? Because it demonstrates that the person asking the question likely didn't read the article ,"Birthright Citizenship and Alien Citizenship,” and that they didn't take adequate notes during class disussions related to the article (or that they were simply absent and did not proactively seek to cover missed material).
1. The midterm consists of 3 sections that span assigned readings, keywords, and lectures:
I. Keywords
II. Short Answers
III. Essay Section
If you've kept up with the readings, lectures and related keywords you will undoubetedly do well. Study thoughtfully!
Thursday, March 24 Midterm Exam
Thursday, March 17
0. We will continue the discussion of Beltrán's Introduction from her book Cruelty as Citizenship as well as the chapters listed below. By now we should also be able to explain the terms listed in the "Keywords" section below.
1. Beltrán: chapter 1 "Freedom on the Frontier: White Democracy and America's Revolutionary Spirit", and chapter 3 "Authorized Violence: Migrant Suffereing and Participatory (White) Democracy". Answer the questions/prompts below in your electronic notes as they will serve as points of departure for our analysis of Beltrán's book today.
Introduction
-What is Beltrán's main thesis in this book? Cite section in the reading that illustrates her central thesis.
-What are the central claims that Beltran makes in the in the Introduction that support her main thesis? Cite examples.
-According to Beltrán, how has immigration law reinforced Herrrenfolk democracy?
-What examples does she cite of "white democracy" at work in contemporary political culture?
Chapter 1
-What does Beltrán mean when she says that "whiteness developed both historically and regionally"?
-Why does Beltrán focus on the history of Virgina as a starting point for the meaning of whiteness?
-How was slavery different from indentured servitude?
-How is "citizenship" a form of racialized social standing?
-How do laws and mores work together to produce the white citizen? ("Mores" = (the essential or characteristic customs and conventions of a group.)
-In what ways were Indian and Mexican land grants not honored?
-What did "freedom" ultimately mean for white democracy?
Chapter 3
-What examples does Beltrán offer of how new media creates further spaces of hate for dehumanizing unauthorized migrants?
-How and why have Latinos become involved in Border Patrol and ICE?
-In what ways do Latinos themselves take part in Herrenvolk practices against unauthorized migrants?
-What examples does Beltrán offer of how new media creates further spaces of hate for dehumanizing unauthorized migrants?
-According to Beltrán, how does Cadava explain the popularity of Trump and the GOP to Latinos?
Keywords
White Replacement "Theory" -
Herrenvolk Democracy - A regime that is democratic for the "master race" but tyrannical for social out groups. (pg. 14)
Nativism -
Realia
Critical Race Theory (CRT) as a dogwhistle for Herrenvolk politics (as linked)
Optional reading: Samuel Hoadley-Brill, "James Lindsay v. Critical Race Theory" (as linked)
Addenda
Ari Melbor, segment "Hate Crimes Experts" (as linked view from 2:05 and 8:16). We'll discuss section on El Paso shooter and "White Replacement 'Theory'" in relation to select keywords. Prompts: When watching the segment consider the relationship between white nationalism, anti-semitism and Latinos. How are historical and cultural amnesias intertwined?
Trigger warning/violence. Video of memorial to El Paso Massacre victims
Monday, March 14
0. Complete discussion of Mae M. Ngai, “Birthright Citizenship and Alien Citizenship”. Be prepared to discuss the questions below from Ngai's article.
1. Cristina Beltán, Cruelty as Citizenship (as linked here). We will discuss the Introduction.
What is Beltrán's main thesis in this book? Cite section in the reading that illustrates her central thesis.
What are the central claims that Beltran makes in the in the Introduction that support her main thesis? Cite examples.
According to Beltrán, how has immigration law reinforced Herrrenfolk democracy?
What examples does she cite of "white democracy" at work in contemporary political culture?
2. Discussion of upcoming group presentations.
Keywords
Herrrenfolk Democracy -
Nativism -
Addenda
Beltrán interview with Sonali Kolhatkar
Refer back to Philip Gorski, “Trump’s Rise and Fall” and be able to explain how Gorski define "Christian nationalism" and the "Lost Cause myth"?
Thursday, March 10
0. Completion of Pedro Cabán reading and assigned student discussion (see remaining questions listed from Monday's class).
1. Mae M. Ngai, “Birthright Citizenship and Alien Citizenship”. Be prepared to research and discuss the following questions:
i. What is Mae M. Ngai's main argument in this essay?
ii. According to Ngai, what does "alien citizenship" refer to?
iii. What is citizenship nullification?
iv. What does "racial unassimilability" refer to and to home does it apply?
v. Why did Chinese Americans claim birthright citizenship despite anti-Chinese sentiment in U.S.?
vi. According to Ngai, why is birthright citizenship coming into question again (she writes in 2007 but it is truer now then when she first wrote about this).
Keywords [Reminder: you should be familiar and conversant with the keywords before coming to class)
Jus soil - A legal concept meaning that child's citizenship is determined by their place of birth. Pursuant to the Fourteenth Amendment and the Immigration and Nationality Act (INA) a person born within and subject to the jurisdiction of the United States automatically acquires US citizenship, known as jus soli.
jus sanguinis - A legal concept meaning child's citizenship is determined by parent's citizenship.
Child Citizenship Act -
"Anchor baby" - A derogatory term implying undocumented women have children in a territory with goal of establishing citizenship in that territory.
Chinese Exclusion Act 1882 - The Chinese Exclusion Act of 1882 suspended Chinese immigration for ten years and declared Chinese immigrants ineligible for naturalization (after completion of transcontinental railroad was completed). President Chester A. Arthur signed it into law on May 6, 1882.
The Dred Scott Decision -
Monday, March 7
0. Today we will complete the discussion of the materials and realia associated with the Spanish American War before turning to the Cabán reading.
1. Pedro Cabán, “Puerto Ricans as Contingent Citizens: Shifting Mandated Identities and Imperial Disjunctures” (read only the following sections: "U.S. Policy...", pgs. 238-241; "Congressional Power..." 353-260; and "Conclusion," pgs. 276-278
Groups 3 and 4 will lead the discussion (find your group here or as listed below). While all must read the article as assigned, the designated groups are responsible for leading the discussion.
I. What is the main argument of the article? (Quote directly from article and page numbers.)
Discussion leaders by section:
Abigail Marrero, Sabrina Mendoza, Alma Montella and Ketlin Niktrin
II. What evidence does the article present about the truncated status of citizenship for Puerto Ricans? Provide examples and page numbers. Discussion leaders:
Nelson Lieu, Ashley Loor, Eselly Lopez Luna and Jocelyn Lozano
III. How is the Treaty of Guadalupe Hidalgo related to the citizenship question for Puerto Ricans? Discussion leaders:
Alexander Peralta and Adrian Sebastian Rios Pampa - Hint: remind the class why the Treaty Guadalupe Hidalgo established citizenship "on paper" for Mexican American and other Spanish speakers but how in practice Mexican Americans were treated as second-class citizens (or worse).
IV. Beyond Puerto Rico, what examples does Cabán provide to explain how citizenship for Latino communities in the mainland U.S. was conditional?
Muneeb Saifi, Juan Suarez, Nicholas Sullivan, Giann Tavares, Rahma Tayabi, Noelia Veloz-Espino and Amy Xochimitl
2. View this section from the documentary film La Operation by Ana María García (1982) and explain/answer the following:
Law 136 - Explain the origins of the law [Thanks to Jesús Cerda for catching the typo!]
Operation Bootstrap -Explain the basic tenets of this policy
What were the consequences of Operation Bootstrap?
Realia
Albizu Campos - Resources, photographs and realia
Gov. Luis Muñoz Marín (1954)
Keywords
La Ley de la Mordaza ("The law of the muzzle") -
"Uncle Sam's Burden" -
Thursday, March 3
0. We've now completed our section on the legacies of the U.S. Mexico War and how it created tiered citizenship for Mexican Americans and other Spanish speakers in the U.S. Today we transition into an exploration of the legacies of U.S. empire building in Puerto Rico after 1898.
1. Research origins of Spanish American War, the Foraker Act (Organic Act of 1900), the Jones Act (1917) and be prepared to descrbe how Pueto Rico was incorporated into the U.S.
2. Read Rudyard Kipling's paean to U.S. empire building after the Spanish American War (1898), “The White Man’s Burden”. Answer the following discussion question before coming to class.
How are the conquered populations described in this poem? Give examples.
What exactly is the "White Man's Burden" according to the poem?
How is race interwined in the poem with "being civilized"?
3. View the stereograph titled "The Phillipines, Porto Rico and Cuba - Uncle Sam's Burden" and be prepared to describe how it allegorizes the Spanish American War. Answer the following discussion questions before coming to class.
How are the conquered populations depicted in the stereograph?
What is Uncle Sam's literal and metaphorical burden?
Who do you think could afford stereographic technology in 1899?
4. Research Cornelius Rhoads and read his letter to an associate.
How does Rhoads describe Puerto Ricans in the letter?
How is his official research on the island different from his "cancer research"?
5. Pedro Cabán, “Puerto Ricans as Contingent Citizens: Shifting Mandated Identities and Imperial Disjunctures” (read only the following sections: "U.S. Policy...", pgs. 238-241; "Congressional Power..." 353-260; and "Conclusion," pgs. 276-278
Groups 3 and 4 will lead the discussion (find your group here). While all must read the article as assigned, the designated groups are responsible for leading the discussion.
What is the main argument of the article? Provide examples and page numbers.
What evidence does it present about the status of citizenship for Puerto Ricans? Provide examples and page numbers.
How is the Treaty of Guadalupe Hidalgo related to the citizenship question for Puerto Ricans?
Realia
Image 1 Allegorical example from newspapers and print culture
Image 2 Multiple cartoon renderings (pick one and be prepared to share your thoughts on its meaning)
Cornelius Rhoads, exonerated (NYT)
Cornelius Rhoads, Time Man of the Year
"Gas Masks" reporting form the new Gibraltar (PR) and PR soldiers
Video Library of Congress American Soldiers in Cuba 1898
Optional
Film archives from the Institute for Puerto Rican Culture (as linked)
Realia from University of South Florida
Eugenics and Sterilization in PR -
Keywords
"The American 1898" - The term "the American 1898" serves as critical shorthand for describing how the U.S. emerged as an empire that promised liberty but instead plundered the territories if conquered. The former Spanish territories of Puerto Rico, Cuba, and the Philippines came under US domination in 1898, much like over half of Mexico came under U.S. domination after the Mexico-U.S. War (1846-48).
Foraker Act (Organic Act of 1900) -
Jones Act (1917) - Section 3 (tariffs between island and mainland); Section 7 (insular for Puerto Ricans barred from either Spanish or U.S. citizenship
Treaty of Paris (1898) -
Addenda
The color of war
Leland Stanford and the Transcontinental Railroad
Maps of major railroads
Monday, February 28 If you did not hand in your assignment in person today please do so today via email by close of business day (5:00pm) Missed written work due during class on Monday 2/28 must be received on 2/28 by 11:59 pm via email for credit.
0. María Amparo Ruiz de Burton (MARB), The Squatter and the Don, read Chapter One, "Squatter Darrell Reviews the Past," and Chapter Two, "The Don's View of the Treaty of Guadalupe Hidalgo." As is evident from the titles of these two chapters, MARB begins by centering history and the law as the starting point for historical redress.
With this in mind, answer the following questions/prompts and hand in your answers to me at the beginning of class (complete and short responses). If you are absent, you must submit your responses via email before class meets today.
-Who was María Amparo Ruiz de Burton?
-When was The Squatter and the Don published and what does the novel seek to redress?
-How does the novel imagine historical redress for Mexican Americans (provide examples)?
-How are Anglo Americans described in the assigned chapters (provide examples)?
-How are they different from the Don's family (provide examples)?
-How is religious conflict (between Protestants and Catholics) resolved in the assigned chapters (provide examples)?
-Provide examples of how MARB attempts to provide an alternative national pedagogy about how U.S. laws treat Mexican Americans unjustly.
1. Latinx Citizenship Case Study 2: Lecture on Puerto Rico and Spanish American War. We've completed our section on the legacies of the U.S. Mexico War and how it created tiered citizenship for Mexican Americans and other Spanish speakers in the U.S. Today we transition into an exploration of the legacies of U.S. empire building in Puerto Rico and tired citizenship. We will:
-View realia related to “The American 1898”
-Analyze Rudyard Kipling's peon to U.S. empire building after the Spanish American War (1898), “The White Man’s Burden”
-View Library of Congress realia related to 1898
Realia. View these historical artifacts and establish connections with "the American 1898"
1898 image and materials:
Treaty of Paris (1898)
View the stereograph titled "Uncle Sam's Burden" and the other stereographs linked here (scroll to the bottom of page to view additional stereographs).
Image 1 Allegorical example from newspapers and print culture
Image 2 Multiple cartoon renderings (pick one and be prepared to share your thoughts on its meaning)
Cornelius Rhoads, Letter
Cornelius Rhoads, exonerated (NYT)
Cornelius Rhoads, Time Man of the Year
"Gas Masks" reporting form the new Gibraltar (PR) and PR soldiers
Video Library of Co